A Follow-Up Study of People in Ontario Completing Level 3 of the Language Instruction for Newcomers to Canada (LINC) Program. Report to the Ontario Region LINC Advisory Committee.

Autor/inn/en	Hart, Doug; Cumming, Alister
Institution	Department of Citizenship and Immigration, Ottawa (Ontario).; Ontario Inst. for Studies in Education, Toronto.
Titel	A Follow-Up Study of People in Ontario Completing Level 3 of the Language Instruction for Newcomers to Canada (LINC) Program. Report to the Ontario Region LINC Advisory Committee.
Quelle	(1997), (128 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gains; Adult Education; Arabic; Chinese; Educational Background; Employment Patterns; English (Second Language); Followup Studies; Foreign Countries; Immigrants; Interviews; Language Role; Language Usage; Limited English Speaking; Literacy; Literacy Education; Polish; Program Evaluation; Relevance (Education); Second Language Instruction; Somali; Spanish; Student Characteristics; Student Educational Objectives; Surveys; Tamil; Uncommonly Taught Languages; Vocational English (Second Language); Canada + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Arabisch; China; Chinesen; Vorbildung; Beschäftigungsstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Follow-up studies; Kontaktstudium; Ausland; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Sprachgebrauch; Alphabetisierung; Schreib- und Lesefähigkeit; Polnisch; Programme evaluation; Programmevaluation; Relevance; Relevanz; Fremdsprachenunterricht; Spanisch; Survey; Umfrage; Befragung; Minderheitensprache; Kanada
Abstract	The report details results of a survey of students who had completed Level 3 of the Ontario (Canada) Language Instruction fore Newcomers to Canada (LINC) program. The initial followup study included 103 native speakers of Arabic, 208 speakers of Cantonese, 198 of Polish, 40 of Somali, 155 of Spanish, and 196 of Tamil. Ten from each group except Somali-speakers were later interviewed by telephone, in their native languages. The study and its objectives are described, and results are reported in these areas: demographic characteristics of LINC groups; recent education and work history; patterns of English usage in daily activities; difficulties in using English in daily activities, including government services and social activities; literacy development patterns and usage; perceptions of benefits gained from program participation; and perceptions of progress and barriers in English usage. Recommendations for program improvement are outlined. The format and forms for the telephone interview are appended. Contains 31 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC